IEP Planning & Design(in the Time of COVID)

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We are not home schooling

We surviving a crisis and trying to continue learning

Continuous Learning

• CONNECTION & ENGAGEMENT• Continuing learning (not new learning)• Focus on grade band priorities & family priorities (e.g.

communication)• Use interests & strengths• Coach care givers• Low tech options

Check in

What is going well?

What isn’t?

What’s next?

Today

• Setting the stage• IEP Translating • IEP Planning• IEP Evidence• Resources

Planning For (7-9) • Up to 1.5-2 hours/ day• Focus on:• Family/student priorities • Literacy & Numeracy• Daily Movement• Enrolled Courses• Cross Curricular

Planning

• Goal based

• Choice of activities

• Organized by goals not time

• Flexibility

• Movement

• Tie in competencies

• Support students to connect with each other

• Connect learning to interests

• Start accessibly, provide options for more complexity

Distance IEPs

1. Choose a student with an IEP

2. Turn each goal into an “I can” Statement• I can (goal) by (objective)

3. Record goals along top of Distance IEP template

4. Choose 3 - 4 focus areas based on their peer group grade level6. Connect to classroom activities as much as possible

7. Create a student friendly and a family friendly version as needed

IEPs at HomeIEP Goals 1. 2. 3. 4.

IEP Focus Area 1

IEP Focus Area 2

IEP Focus Area 3

IEP Focus Area 4

IEP Focus Area 5

IEP goalsI can…(competency) by… (objective)1. I can respond meaningfully to communication from peers and adults by showing my preferences2. I can persevere when things are hard by choosing a fun activity when I finish3. I can interact with my family and friends respectfully by helping around house4. I can be a healthy eater by preparing myself a snack

Home Learning Focus Areas

1. Literacy

2. Numeracy

3. Daily movement

4. Foods

Goal Areas Communication Personal Awareness & Responsibility

Social Responsibility Foods Class Goal

IEP Goals & Objectives 1. I can respond to my family and friends by showing what I like and want

2. I can keep going when things are hard by choosing a fun activity when I finish my work

3. I can be responsible by helping my friend and family

4. I can be healthy by preparing myself a snack

Focus Area: Literacy

Get J to choose a picture book, after you read each page ask, “show me what you like” verbalize that he shows you

Choose an activity that you worked really hard for this week, take a picture or make a video to share with a friend or family member who doesn’t live with you

Video J doing an activity that is helpful. Re watch the video and point out what he did that was great.

Get J to look at a grocery flyer and choose 1 or 2 items for the grocery list (e.g. 1 healthy item, 1 treat)

Focus Area: Numeracy

Create a scavenger hunt for J that gets him to collect (e.g. 5/10/15) of his favourite items from around the house

Get J to set the table, if he gets stuck, say, ”you can do it,” “one more,” or “keep going!” make a big deal when he completes the task and reward with a fun activity or task

Get J to help with laundry, get him to make a pile of white clothes, try other colours of piles

Get J to prepare a snack for himself and for other person, ask who has more? Get him to try and make the portions equal by counting (e.g. one cracker for you, one for you)

Focus Area: Daily Movement

Get J to chose a place that could be walked, bike, etc. and make a trip (e.g. to get ice cream)

First get J to choose a chore in the house to complete, and then ask him him to choose a fun activity once he is done

Go for a walk around the track with someone in your family, try to walk 5 laps before heading home. Keep track of laps using sticks or rocks

Get J to help out and involved in a kitchen activity e.g. baking, cooking

Focus Area: Course: Foods

Offer J 3 options of snack foods and practice making them together

Get J to try a new food, do a 3-2-1 count down, encourage and celebrate the effort and then choose something fun to do or eat

Get J to was hands before eating, after eating and when coming back from outside

Get J to clean up after his snack

Distance IEPs1. Choose a student with an IEP2. Turn each goal into an “I can” Statement

• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level

• K-3 (family priority areas, literacy, numeracy, daily movement activity, competencies)

6. Connect to classroom activities as much as possible7. Create a student friendly and a family friendly version as needed

Jaspreet

May 30/ 2020

Jaspreet is a student in Grade 8. He has Autism and loves running, YouTube, food, taking pictures. He is getting more confident at communicating with symbols and needs support for self regulating. He loves anything Foods and technology related and is successful when he can move while learning and has access to visual supports.

Jaspreet struggles with knowing when to stop running and need to build more strategies to keep him safe. We are working on helping him be self aware and reference his environment, as well as asking for help when he needs it

We are also supporting Jaspreet to persevere when things get hard, by helping him chose motivating activities and finding more things that he is interested in.

Parents are hoping that over the next months at home, we can get Jaspreet to help out with and be involved in the family, and be able to go outside without him running away or go to far.

Distance IEPs

1. Choose a student with an IEP2. Turn each goal into an “I can” Statement

• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed

A New Kind of S.M.A.R.T Goal

• S - SPECIFIC• M - MEASUREABLE• A - ACHIEVEABLE• R - REALISTIC• T - TIMELY

• S – STRENGTH BASED• M – MEANINGFUL• A- AUTHENTIC• R- RESPONSIVE• T - TRIANGULATED

A NEW KIND of S.M.A.R.T Goal

• “I can” statements

S – STRENGTH BASED

• Goals have place based purpose by• Connecting to competencies or• Connecting to inclusive lenses – personal, social intellectual

M – MEANINGFUL

• Connected to a common curriculum of peers

A- AUTHENTIC

• Honour the values of student and the family

R- RESPONSIVE

• Consider evidence of learning that includes conversations, observations and products (qualitative)

T – TRIANGULATED

A NEW KIND of S.M.A.R.T Goal

I can (goal) by (objective)

A new SMART IEP Goal• will initiate communicative interactions with others

4/5 opportunities to do so. • will engage in conversational turn-taking with

others across 3-4 conversational turns, 4/5 opportunities to do so (topics initiated by self /others).

• will state the main idea of the story, video or situation 4/5 opportunities to do

• will independently ask to take a break given visual and verbal prompts _% of the time.

• Given a prompt, the student will accurately identify equivalent relationships, including the number of days in a given month, the number of days in a week, the number of days in a year, and the number of months in a year in 8 out of 10 trials by annual review of the IEP.

• Given a repeating relationship (pattern) in common objects, sounds, and movements, the student will identify and describe the pattern and then extend the pattern by adding at least two repetitions in 7 out of 10 trials by annual review of the IEP.

• I can communicate by starting an interaction

• I can have conversations by taking turns

• I can understand what I am reading by finding the main idea

• I can take a break by looking at a visual or saying the word “break”

• I can understand the relationships in a calendar by…

…knowing how many days are in a month

…by knowing the number of days in a week

…by knowing the number of weeks in a year

…by knowing the number of months in a year

• I can identify patterns by…… noticing patterns in objects, movements and sounds… build a pattern with objects… extending a pattern by adding on

Jaspreet’s IEP goals

1. I can respond to my family and friends byshowing what I like and what I want

2. I can keep going when things get hard by choosing a fun activity to look forward to when I am done

3. I can be responsible by helping my friends and family

4. I can be healthy by making myself a snack

Jaspreet

May 30/ 2020

Jaspreet is a student in Grade 8. He has Autism and loves running, YouTube, food, taking pictures. He is getting more confident at communicating with symbols and needs support for self regulating. He loves anything Foods and technology related and is successful when he can move while learning and has access to visual supports.

Jaspreet struggles with knowing when to stop running and need to build more strategies to keep him safe. We are working on helping him be self aware and reference his environment, as well as asking for help when he needs it

We are also supporting Jaspreet to persevere when things get hard, by helping him chose motivating activities and finding more things that he is interested in.

Parents are hoping that over the next months at home, we can get Jaspreet to help out with and be involved in the family, and be able to go outside without him running away or go to far.

Distance IEPs

1. Choose a student with an IEP2. Turn each goal into an “I can” Statement

• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed

IEPs??IEP Goals 1. 2. 3. 4.

What are the IEP Goals? Turn them into “I can” Statements

IEP HOME LEARNING PLANGoal Area Communication Personal Awareness &

ResponsibilitySocial Awareness & Responsibility

Foods 8

IEP Goals (Long Term Goal) I can respond to my family and friends by

I can keep going when things get hard

I can be responsible I can be healthy

Objective (Short Term Goal) showing what I like and what I want

choosing a fun activity to look forward to when I am done

helping my friends and family making myself a snack

Jaspreet: Grade 8

Distance IEPs

1. Choose a student with an IEP2. Turn each goal into an “I can” Statement

• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed

Jaspreet’s IEP Focus Areas (7-9)• Social Responsibility• Personal Awareness• Literacy/Numeracy• Daily Movement• Enrolled Courses• Integrating Competencies

Jaspreet

May 30/ 2020

Jaspreet is a student in Grade 8. He has Autism and loves running, YouTube, food, taking pictures. He is getting more confident at communicating with symbols and needs support for self regulating. He loves anything Foods and technology related and is successful when he can move while learning and has access to visual supports.

Jaspreet struggles with knowing when to stop running and need to build more strategies to keep him safe. We are working on helping him be self aware and reference his environment, as well as asking for help when he needs it

We are also supporting Jaspreet to persevere when things get hard, by helping him chose motivating activities and finding more things that he is interested in.

Parents are hoping that over the next months at home, we can get Jaspreet to help out with and be involved in the family, and be able to go outside without him running away or go to far.

IEPs??IEP Goals 1. 2. 3. 4.

What are the IEP Goals? Turn them into “I can” Statements

Wha

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IEP HOME LEARNING PLANGoal Areas/ Competencies

Communication Personal Awareness & Responsibility

Social Awareness & Responsibility

Foods 8

IEP Goals (Long Term Goal)

I can respond to my family and friends by

I can keep going when things get hard

I can be responsible I can be healthy

Objective (Short Term Goal)

showing what I like and what I want

choosing a fun activity to look forward to when I am done

helping my friends and family making myself a snack

Focus Area: Literacy

Focus Area: Numeracy

Focus Area: Daily Movement

Focus Area: Course: Foods

Jaspreet: Grade 8

Distance IEPs

1. Choose a student with an IEP2. Turn each goal into an “I can” Statement

• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed

Connecting with the Classroom

• Enrolled Course is Foods 8• Class is doing a virtual unit on Healthy Eating• Jaspreet’s Food 8 Access goal on his IEP for this unit is• I can be healthy by making myself a snack

Goal Areas Communication Personal Awareness & Responsibility

Social Responsibility Foods Class Goal

IEP Goals & Objectives 1. I can respond to my family and friends by showing what I like and want

2. I can keep going when things are hard by choosing a fun activity when I finish my work

3. I can be responsible by helping my friend and family

4. I can be healthy by preparing myself a snack

Focus Area: Literacy

Get J to choose a picture book, after you read each page ask, “show me what you like” verbalize that he shows you

Choose an activity that you worked really hard for this week, take a picture or make a video to share with a friend or family member who doesn’t live with you

Video J doing an activity that is helpful. Re watch the video and point out what he did that was great.

Get J to look at a grocery flyer and choose 1 or 2 items for the grocery list (e.g. 1 healthy item, 1 treat)

Focus Area: Numeracy

Create a scavenger hunt for J that gets him to collect (e.g. 5/10/15) of his favourite items from around the house

Get J to set the table, if he gets stuck, say, ”you can do it,” “one more,” or “keep going!” make a big deal when he completes the task and reward with a fun activity or task

Get J to help with laundry, get him to make a pile of white clothes, try other colours of piles

Get J to prepare a snack for himself and for other person, ask who has more? Get him to try and make the portions equal by counting (e.g. one cracker for you, one for you)

Focus Area: Daily Movement

Get J to chose a place that could be walked, bike, etc. and make a trip (e.g. to get ice cream)

First get J to choose a chore in the house to complete, and then ask him him to choose a fun activity once he is done

Go for a walk around the track with someone in your family, try to walk 5 laps before heading home. Keep track of laps using sticks or rocks

Get J to help out and involved in a kitchen activity e.g. baking, cooking

Focus Area: Course: Foods

Offer J 3 options of snack foods and practice making them together

Get J to try a new food, do a 3-2-1 count down, encourage and celebrate the effort and then choose something fun to do or eat

Get J to was hands before eating, after eating and when coming back from outside

Get J to clean up after his snack

Distance IEPs

1. Choose a student with an IEP2. Turn each goal into an “I can” Statement

• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed

Goal Areas Communication Personal Awareness & Responsibility

Social Responsibility Foods Class Goal

IEP Goals & Objectives 1. I can respond to my family and friends by showing what I like and want

2. I can keep going when things are hard by choosing a fun activity when I finish my work

3. I can be responsible by helping my friend and family

4. I can be healthy by preparing myself a snack

Focus Area: Literacy

Get J to choose a picture book, after you read each page ask, “show me what you like” verbalize that he shows you

Choose an activity that you worked really hard for this week, take a picture or make a video to share with a friend or family member who doesn’t live with you

Video J doing an activity that is helpful. Re watch the video and point out what he did that was great.

Get J to look at a grocery flyer and choose 1 or 2 items for the grocery list (e.g. 1 healthy item, 1 treat)

Focus Area: Numeracy

Create a scavenger hunt for J that gets him to collect (e.g. 5/10/15) of his favourite items from around the house

Get J to set the table, if he gets stuck, say, ”you can do it,” “one more,” or “keep going!” make a big deal when he completes the task and reward with a fun activity or task

Get J to help with laundry, get him to make a pile of white clothes, try other colours of piles

Get J to prepare a snack for himself and for other person, ask who has more? Get him to try and make the portions equal by counting (e.g. one cracker for you, one for you)

Focus Area: Daily Movement

Get J to chose a place that could be walked, bike, etc. and make a trip (e.g. to get ice cream)

First get J to choose a chore in the house to complete, and then ask him him to choose a fun activity once he is done

Go for a walk around the track with someone in your family, try to walk 5 laps before heading home. Keep track of laps using sticks or rocks

Get J to help out and involved in a kitchen activity e.g. baking, cooking

Focus Area: Course: Foods

Offer J 3 options of snack foods and practice making them together

Get J to try a new food, do a 3-2-1 count down, encourage and celebrate the effort and then choose something fun to do or eat

Get J to was hands before eating, after eating and when coming back from outside

Get J to clean up after his snack

Goal Areas Communication Personal Awareness & Responsibility

Social Responsibility Foods Class Goal

IEP Goals & Objectives

1. I can show what I like 2. I can work hard 3. I can help my friends and family

4. I can make a snack

Focus Area: Literacy

.

Focus Area: Numeracy

Focus Area: Daily Movement

Focus Area: Course: Foods

KimGrade 7

KimGrade 7

Great Resource for Visuals

• Board Maker• Symbolstix• Free – Visuals Engine• https://connectability.ca/visuals-engine/

A great resource: https://www.openschool.bc.ca/keeplearning/

A great resource: https://www.openschool.bc.ca/keeplearning/

IEPs for Home LEarning

1. Choose a student with an IEP2. Turn each goal into an “I can” Statement • I can (goal) by (objective)

3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed

Evidence of (Continuous) Learning

IEP Portfolio – Evidence Log

www.fivemooreminutes.comInclusion Strategies: Episode 5

www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy

T - Triangulated Evidence

A Goal

Written Language

Oral Language

Visu

al La

ngua

ge

Observation- Anecdotal

comments- Performance

video- Frequency

tallies

Product- Student work

samples- Photographs- Artifacts

Conversation- With/ from a student- Between 2 students- With/from family members- With/ from staff members

www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy

T- Triangulated Evidence

A Goal

Product

Conversation

Obser

vatio

n

Conf

iden

ce o

f As

sess

men

t • Pieces of Evidence

• Number of ways

• Number of places

www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy

T - Triangulated Evidence

• the 3 best pieces of evidence

• in at least 2 different formats (i.e. product, conversation, observation)

• in at least 2 different contexts or places (e.g. different classes, home, school, playground)

Supporting student, families & teams to collect:

www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy

T - Triangulated Evidence

• the 3 best pieces of evidence

• in at least 2 different formats (i.e. product, conversation, observation)

• in at least 2 different contexts or places (e.g. different classes, home, school, playground)

Supporting student, families & teams to collect:

www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy

Strategy IEP Evidence Log

Core Competency

IEP Evidence Log for: ___________________School Year: __________ Term: __________

Date Goal & Objective

Progress

Type of evidence

Location

I can do this…

I nee

d a

new

goa

l

I wan

t to

keep

wor

king

on

this

goal

I met

this

goal

! I a

m re

ady

for t

he n

ext

chal

leng

e

Prod

uct

Obs

erva

tion

Conv

ersa

tion

Goal:

Objective:

Comment

Goal:

Objective:

Comment

A Great Resource: 5MM Home Learning Tips

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